<![CDATA[This study developed digital teaching materials based on the Case Method for the General Physics subject in the Bilingual Physics Education Program, Universitas Negeri Medan, using the ADDIE development model. The novelty of this approach lies in positioning authentic context-based cases as the core structural framework for presenting theoretical physics concepts, rather than using cases merely as supplementary learning activities. Expert validation yielded excellent ratings from both the design expert (M = 4.54, SD = 0.267) and the material expert (M = 4.70, SD = 0.173), confirming product feasibility. A quasi-experimental study involving 50 students (25 experimental, 25 control) demonstrated a statistically significant difference in post-test scores between groups (t = 6.698, df = 48, p = .000), with the experimental group achieving a mean gain of 20.00 points compared to 11.60 in the control group (N-gain = 0.60, moderate category). Student response questionnaires revealed very positive responses across all dimensions (87.5%–88.5%). A Pearson correlation analysis confirmed a strong positive relationship (r = 0.72, p < .05) between student responses to the digital teaching materials and their learning outcomes. These findings confirm that Case Method-based digital teaching materials significantly and effectively improve student learning outcomes in the General Physics course. Pedagogically, these findings suggest that embedding structured case-based scenarios into interactive digital platforms effectively bridges abstract physics principles and real-world problem-solving, providing a scalable blueprint for integrating digital technologies and outcome-based learning frameworks at the university level.]]>
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